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OTTF Session 1
OTTF Session 1
OTTF Session 1
+ ,
د .ا ﻣ ﺘ ﻨ ﺎ ن ا ﻟ ﻘ ﺮ -
+د .دﻻ ل ا ﻟ ﻌ 1ﺎ -
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1 G ﺳﺄﺘﻟا ىﻮﺘﺴﻤﻟا @1 و* ?ﻟ ﻹا ﺐ <
ر ﺪﺘﻟاو ﻢ-ﻠﻌﺘﻟا ﻢ5ﺪﻘﺗ /1 ﺔ- ﻓا* ﺣﻻا ة دﺎﻬﺸﻟا
)(OTT-F
اﻷھداف:
ﺗﺤﺪﯾﺪ ﻣﻌﺎﯾﯿﺮ ﺗﺼﻤﯿﻢ اﻟﻤﺎدة اﻟﻔﻌﺎﻟﺔ •
ﺗﻄﺒﯿﻖ ﺑﻌﺾ اﻻﺳﺘﺮاﺗﯿﺠﺎت واﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﻤﯿﺔ ﻓﻲ اﻟﺘﻌﻠﻢ اﻟﻤﺘﺰاﻣﻦ واﻟﺘﻌﻠﻢ ﻏﯿﺮ اﻟﻤﺘﺰاﻣﻦ •
ﺗﺼﻤ-ﻢ اﻟﻤﺎدة
اﻷھداف اﻟﺗﻌﻠﯾﻣﯾﺔ
ﻋ و ا ﻣ ل ظ ر ﻓ ﯾﺔ
Taxonomy of Significant Learning
Fink, 2013
Community of Inquiry
اﻟﺣ ﺿ و ر اﻻ ﺟ ﺗﻣ ﺎ ﻋ ﻲ اﻟﺣ ﺿ و ر اﻻ د ر اﻛ ﻲ
اﻟﺗﻌﻠم اﻟﻌﻣﯾق
اﻟﺣ ﺿ و ر اﻟﺗد ر ﯾﺳ ﻲ
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer Conferencing in Higher Education.
ا ﻟ ﺘ ﻜ ﻨ ﻮﻟ ﻮﺟ ( ﺎ وا ﻟ ﻤ ﺠ ﺘ ﻤ ﻊ :ﻣ ﺎ د ة ﻋ ﻦ 3ﻌ ﺪ
• ﺗ ﻘ ﻴ ( ﻢ ﻣ ﺰا oﺎ وﻋ ﻴ ﻮب ا ﻟ ﺗ ط و ر ا ت ا ﻟ ﺗ ﻛ ﻧ و ﻟ و ﺟ ﯾ ﺔ
_ ﺳﻨﺔ اﻟﻤﺎﺿ(ﺔ . اﻟرﺋﯾﺳﻲة ﻓﻲ الﺧﻤﺴ F A
F
ﺗ ﺼ ﻤ ( ﻢ ا ﻟ ﻮﺣ ﺪ ة ا ﻟ ﺘ ﻌ ﻠ ( ﻤ ( ﺔ JKا ﻟ ﻤ ﻨ ﺼ ﺔ
ﻗ م ﺑ ﺑ ﻧ ﺎ ء ا ﻷ ﻧ ﺷ ط ﺔ ﻟ ﺗ د ر ج ﻧﺣ و ا ﻟ ﮭ د ف •
ﻧوع ﻣﺎﺑﯾن اﻟﻣﺣﺗوى واﻷﻧﺷطﺔ واﻟﺗﻘﯾﯾﻣﺎت •
ﻛ ن ﺣ ﺎﺿ ر ا ﻟط ﻼ ﺑك •
ﻗ م ﺑ ﺗ ﻛ ر ا ر ا ﻟ ﺑ ﻧ ﯾ ﺔ ا ﻷ ﺳ ﺎ ﺳ ﯾ ﺔ ﻟ ﺟ ﻣ ﯾﻊ ا ﻟ و ﺣ د ا ت •
ا ﻟ ﺴ ﺆا ل ا ﻷ ول
٣ﻃﺮق ﻓﻌﺎﻟﺔ
٣ﻃﺮق ﻏ @Aﻓﻌﺎﻟﺔ
ا ﻟ ﺴ ﺆا ل ا ﻟ ﺜ ﺎ *+
,
www.crlt.umich.edu
E
Aاﻷدﻟﺔ اﻟ D,ﺗﺪﻋﻢ اﻟﺘﻌﻠﻢ اﻟ=ﺸﻂ؟ ﺎ ﻣ
,
)Prince et al., 2004 (Literature Review) & Freeman et al., 2014 (meta-analysis of 225 studies
• زا د ت ﻣ ﺘ ﻮﺳ ﻂ د رﺟ ﺎ ت ا ﻻﻣ ﺘ ﺤ ﺎ ن ﻣ ﻦ 75إ ¶ 81
• ﺗ ﺮا وح ﺣ ﺠ ﻢ ا ﻟ ﺘ ﺄ ﺛ @Aﻣ ﻦ 0.4إ ¶ 0.6
• ا رﺗ ﻔ ﺎع ﻣ ﺘ ﻮﺳ ﻂ د رﺟ ﺎ ت ا ﻻﻣ ﺘ ﺤ ﺎ ﻧ ﺎ ت وا ﻟ ﻤ ﻔ ﺎ ﻫ ( ﻢ ﺑ ¸ ﺴ … ﺔ ٪ 6
F M F
• ﻳ iºﺪ ا ﺣ ﺘ ﻤ ﺎ ل ﻓ ﺸ ﻞ ا ﻟ ﻄ ﻼب 1.5ﻣ ﺮة JKا ﻟ ﻤ ﻮا د ا ﻟ NKﺗ ﻌ ﺘ ﻤ ﺪ ﻋ rا ﻟ ﻤ ﺤ ﺎ Eا ت ﻓ ﻘ ﻂ
E
Aاﻷدﻟﺔ اﻟ D,ﺗﺪﻋﻢ اﻟﺘﻌﻠﻢ اﻟ=ﺸﻂ؟ ﺎ ﻣ
,
ﻳ " #ﺪ :
• ا ﻟ ﻤ ﺸ ﺎ رﻛ ﺔ وا ﻟ ﻔ ﻬ ﻢ ا ﻟ ﻨ ﻈ ﺮي وا ﻻﺣ ﺘ ﻔ ﺎ ظ ﺑ ﺎ ﻟ ﻣ ﻌ ﻠ و ﻣ ﺎ ت )(Prince، 2004
• ا ﻟ ﻤ ﺸ ﺎ رﻛ ﺔ وﻋ ﺪ م H Gب ا ﻟ ﻄ ﻼب )(Williamson & Rowe, 2002) (Feldon et. al., 2010
• ا ﻟ ﺤ ﻀ ﻮر وﻧ ﺘ ﺎ ﺋ ﺞ ا ﻟ ﺘ ﻌ ﻠ ﻢ و د ر ج ا ت ا ﻻﻣ ﺘ ﺤ ﺎ ن )(Deslauriers، Schelew, & Wieman, 2011
• ا ﻻﺣ ﺘ ﻔ ﺎ ظ ﺑ ﺎ ﻟ ﻣ ﻌ ﻠ و ﻣ ﺎ ت و ﺛ ﻘ ﺔ ا ﻟ ط ﻼ ب )(Miller, et. al. 2013
• ا ﻟ ﺘ ﻌ ﻠ ﻢ ا ﻟ ﻌ ﻤ ﻴ ﻖ ( )2019,Deslauriers, McCarty, Miller, Callaghan, Kestin
M
• ﻣﺎذا oﻤﻜﻨﻨﺎ أن ﻧﻔﻌﻞ ﻋ rﻓ@ات ﻣﻦ ١٠إ¶ ٢٠دﻗ(ﻘﺔ
اﻟﺗواﺻل
اﻟﻣﺳؤوﻟﯾﺔ
اﻟﺗﻌﺎون
اﻟﻌﻣل اﻟﺟﻣﺎﻋﻲ
3
ﻟ8ﻦ :4اﻟﻮاﻗﻊ $ﻌﻠﻤﻨﺎ
اﻟﺗواﺻل
اﻟﻣﺳؤوﻟﯾﺔ
اﻟﺗﻌﺎون
اﻟﻌﻣل اﻟﺟﻣﺎﻋﻲ
ﻻ ﻧﺜﻖ Bﺄﺣﺪ
+
ﻣﺎﻫﻮ اﻟﺘﻌﻠﻢ اﻟﺘﻌﺎو *,؟
• ﻧﮭﺞ ﺗﻌﻠﯾﻣﻲ ﻟﻠﺗدرﯾس واﻟﺗﻌﻠم ﯾﺗﺿﻣن ﻣﺟﻣوﻋﺎت ﻣن اﻟﻣﺗﻌﻠﻣﯾن ﯾﻌﻣﻠون ﻣﻌًﺎ ﻟﻠﻧظر ﻓﻲ
ﺳؤال أو ﺣل ﻣﺷﻛﻠﺔ أو إﻛﻣﺎل ﻣﮭﻣﺔ أو إﻧﺷﺎء ﻋﻣل.
• دور اﻟﻣﻌﻠم ھو ﺣﻠﻘﺔ وﺻل ﻟﻣﺟﺗﻣﻊ اﻟﻣﻌرﻓﺔ ،و ﻷﺣدث ﻣﺎ ﺗوﺻل إﻟﯾﮫ اﻟﻌﻠم ﻓﻲ ھذا
اﻟﺗﺧﺻص.
Laal & Laal. (2012) Collaborative learning: what is it? Social and Behavioral Sciences., 31 (491-
Harasim,
)495 L. (2017) Learning Theory and Online Technologies New York/London:
Routledge
Dipping a toe
or
dive right in
+
ﻟﻤﺎذا اﻟﺘﻌﻠﻢ اﻟﺘﻌﺎو *,؟
• ﺗ ﻔ ﺎ ﻋ ﻞ ا ﻟ ﻄ ﻼب ا ﻟ ﻬ ﺎ د ﺋ ﻮن .
ﻗ ﻠ €ﻞ ﻣ ﻦ ا ﻟ ﺴ ﻠ ﻮك ا ﻟ ﻤ ﺸ „ ﺖ و ا ﻹ زﻋ ﺎج . •
Œ Œ
أ ﺟ Š‰ﺔ أ ﻋ ﻤ ﻖ ‹uا ﻟ ﻨ ﻘ ﺎ ش ﻏ • Žﺗ ﺰا ﻣ . ‘u •
”
qﻤ ﻜ ﻦ ﻟ ﻠ ﻄ ﻼب ا ﺳ ﺘ ﺨ ﺪ ا م ا ﻹﻧ Žﻧ ﺖ ﻟ ﻠ ﻮﺻ ﻮل إ ˜ ﻣ ﻌ ﻠ ﻮﻣ ﺎ ت إ ﺿ ﺎ ﻓ €ﺔ . •
Œ
ا ﺳ Žد ا د ﻣ ﺤ ﺘ ﻮى ا ﻟ ﻤ ﻨ ﺎ ﻗ ﺸ ﺎ ت ‹uوﻗ ﺖ ﻻﺣ ﻖ . ” •
Œ ”
qﻤ ﻜ ﻦ أ ن ﻟ ﻠ ﻨ ﻘ ﺎ ﺷ ﺎ ت ﻏ • Žا ﻟ Žا ﻣ ﻨ €ﺔ أ ن Gﺴ ﺘ ﻤ ﺮ ﻣ ﺪ ة أ ﻃ ﻮل . •
Roberts, T. S. (2004). Online Collaborative Learning: Theory and Practice. Idea Group Inc (IGI).
+
ﺗ ﻌ ﻠ ﻢ ﺗ ﻌ ﺎ و : Jigsaw Activity *,
ً
• ﻓ ﺮد qﺎ :ا ﻗ ﺮأ ا ﻟ ﻔ ﺼ ﻞ ا ﻟ ﻤ ﻮزع ﻋ ¢ﻣ ﺠ ﻤ ﻮﻋ ﺘ ﻚ ) 5د ﻗ ﺎ ﺋ ﻖ (
• ﻣ ﻨ ﺎ ﻗ ﺸ ﺔ ﻣ ﺠ ﻤ ﻮﻋ ﺔ ﺻ ﻐ •Žة 10 ) :د ﻗ €ﻘ ﺔ (
¥ا ﻟ ﻨ ﻘ ﺎ ط ا ﻟ ﺮﺋ ¦ ﺴ €ﺔ ﻣ ﻦ ا ﻟ ﻘ ﺮاء ة ؟
ﻣﺎ u
• ﻣ ﻨ ﺎ ﻗ ﺸ ﺔ ﺟ ﺪ qﺪ ة ﻟ ﻤ ﺠ ﻤ ﻮﻋ ﺔ ﺻ ﻐ •Žة 10 ) :د ﻗ €ﻘ ﺔ (
ﻛل ﺷﺧص ﯾﺻﺑﺢ "ﺧﺑﯾر" ﺑﻣوﺿوع ﻗراءﺗﮫ وﯾﻌﻠم ﺑﻘﯾﺔ اﻟﻣﺟﻣوﻋﺔ
+
:Jigsaw Activity *, ﺗ ﻌ ﻠ ﻢ ﺗ ﻌ ﺎ و
111 222 33 44
round 1
11 22 33 44
12 122 112 12
round 2
34 34 34 34
%
اﻻﺳ$اﺗ'ﺠ'ﺎت واﻷ-ﺸﻄﺔ اﻟﺘﻌﻠ'ﻤ'ﺔ
• ﻳ ﺘ ﻌ ﻠ ﻢ ا ﻟ ﻄ ﻼب ﻣ ﻦ ﺧ ﻼ ل ا ﻟ ﻤ ﻨ ﺎ ﻗ ﺸ ﺎ ت
أﻣﺜﻠﺔ اﻟﻤﻨﺎﻗﺸﺎت
• د ا ﺋ ﺮة ا ﻷﺻ ﻮا ت
• ا ﻟ ﺮد ا ﻟ ﺪ ا ﺋ ﺮي
• أ د وا ر ا ﻟ ﻤ ﺤ ﺎ د ﺛ ﺔ
• اﻗﺘ…ﺎﺳﺎت ﻟﻠﺘﺄ }(ﺪ أو اﻟﺘﺤﺪي
• ا ﻟ ﻤ ﺤ ﻄ ﺎ ت ا ﻟ ﺪ وا رة
ا ﻟ ﺮد ا ﻟ ﺪ ا ﺋ ﺮي
ﻻ oﺠ ﻮز ﻣ ﻘ ﺎ ﻃ ﻌ ﺔ أ ﺣ ﺪ أ ﺛ ﻨ ﺎء ا ﻟ ﺘ ﺤ ﺪ ث •
Œﻞ ﺷ ﺨ ﺺ ﻟ ﺪ oﻪ د ﻗ ( ﻘ ﺔ وا ﺣ ﺪ ة •
Ï F
oﺠ ﺐ ﻋ Œ rﻞ ﺷ ﺨ ﺺ JK ،ﺟ ﻤ ﻴ ﻊ ا ﻟ ﺘ ﻌ ﻠ ( ﻘ ﺎ ت ،أ ن Íﺴ Îﺟ ﺎ ﻫ ﺪ ا ﻹﻇ ﻬ ﺎ ر ﻛ ( ﻒ ﺗ ¸ ﺒ ﻊ •
ﻣ ﻼﺣ ﻈ ﺎ ﺗ ﻪ أ و ‰ﺴ ﺘ ﺠ ( ﺐ ﻟ ﺘ ﻌ ﻠ ( ﻘ ﺎ ت ا ﻟ ﻤ ﻨ ﺎ ﻗ ﺶ ا ﻟ ﺴ ﺎ ﺑ ﻖ
ُ
3ﻌﺪ أن ﻳﺘzﻠﻢ اﻟﺠﻤﻴﻊo ،ﻔﺘﺢ اﻟﻤﺠﺎل ﻟﻠﻤﺤﺎدﺛﺔ اﻟﻌﺎﻣﺔ •
ا ﻟ ﺮد ا ﻟ ﺪ ا ﺋ ﺮي
اﻟﻧﻘﺎش :ﻛﯾف ﺗﺷﺟﻊ اﻟطﻼب ﻟﻠﺗﻌﺑﯾر ﻋن اﻵراء ووﺟﮭﺎت اﻟﻧظر ﻓﻲ ﺑﯾﺋﺔ اﻟﺗﻌﻠم اﻹﻟﻛﺗروﻧﯾﺔ؟
ا ﻟ ﻤ ﺤ ﻄ ﺎ ت ا ﻟ ﺪ ورا ة
أﺳﺋﻠﺔ اﻟﻧﻘﺎش
• ﻫ ﻞ ﻣ ﻔ ﻬ ﻮم ﻣ ﺎ ﻫ ﻮ ا ﻟ ﻤ ﻄ ﻠ ﻮب ؟
• ﻫ ﻞ ﻳ ﺜ • Žا ﻟ ﺴ ﺆا ل ﻓ ﻀ ﻮﻟ ﻚ ؟
• ﻫ ﻞ ﺳ ﻴ ﻮﻟ ﺪ ﻫ ﺬ ا ا ﻟ ﺴ ﺆا ل ﻣ ﻨ ﺎ ﻗ ﺸ ﺔ ؟
)
اﻟﻨﻘﺎﺷﺎت *( اﻟﻤﻨﺼﺔ
ً ً &
• ﻛ ﻦ ﺣ ﺎ %ا وﻗ ﺪ م ﻧ ﻤ ﻮذ ﺟ ﺎ rubricﻟ ﻠ ﻤ ﺸ ﺎ رﻛ ﺔ
• ﻗ ﺪ م إ رﺷ ﺎ د ا ت وا ﺿ ﺤ ﺔ
• ﻣ ﻮا ﻋ ? ﺪ ﻧ ﻬ ﺎ ﺋ ? ﺔ ﻣ ﺘ ﺪ ا ﺧ ﻠ ﺔ
• إ Dﺸ ﺎء ﻣ ﺠ ﻤ ﻮﻋ ﺎ ت ﻣ ﻨ ﺎ ﻗ ﺸ ﺔ أ ﺻ ﻐ ﺮ
• ﺷ ﺎ رك أ وﻻ ﻗ Nﻞ ﻣ ﺸ ﺎ ﻫ ﺪ ة ﻣ ﺸ ﺎ ر Rﺎ ت ا ﻵﺧ UTﻦ ) ا ﻹﻋ ﺪ ا د (
• ا ﺳ ﺘ ﺨ ﺪ م ا ﻟ ﺮﻣ ﻮز ا ﻟ ﺘ ﻌ ﺒ ]\ Uﺔ ﻟ ﻠ ﺘ ﻌ ﺒ ]\ ﻋ ﻦ ا ﻟ ﻤ ﺸ ﺎ ﻋ ﺮ ) ﻣ ﺜ ﻞ 😁 ( 😕 ،
• ﻗ ﻢ ﺑ D bﺸ ﺎء ﺳ ﺆا ل ﺟ ? ﺪ e -ﺴ ﻤ ﺢ ﺑ bﺟ ﺎ hﺎ ت ﻣ ﺘ Nﺎ ﻳ ﻨ ﺔ وﺗ ﻔ ﻜ ]\ ﻋ ﺎ mnا ﻟ ﻤ ﺴ ﺘ ﻮى .
ﺷﻜﺮا